Formative Assessment - Module 9.6

Formative assessments are on-going assessments, reviews, and observations in a classroom. They are used  to immediately determine whether students have learned what the teacher intended .This type of assessment is intended to help instructors identify material which needs to be clarified or re-taught and should not be used to evaluate or grade students. For example, if a teacher observes that some students do not grasp a concept, he or she can design a review activity. Results of formative assessment can assist instructors to ascertain whether curriculum or learning activities need to be modified during a class session or before the next class meets.

In Module 9.6 Biotechnology, 9.6.4 - outlines the steps involved in the synthesis of a protein in the cell. The protein synthesis being an abstract concept, it is important to know if the students have got the concepts clearly using formative assessment strategy  in a fun filled way. The protein synthesis is being taught in class using this animation

During the following class session, concept mapping formative assessment strategy can be used to assess the students understanding of protein synthesis. For that:

·        Divide students into small groups and provide each group with envelopes having cut outs of list of 15 related words or phrases outlining the process involved in protein synthesis.

·        The words or phrases can be cell, DNA unwinds, molecules of m-RNA produced, Adenine, Pairs with Uracil, Multiple copies of m-RNA made, in nucleus, enter the cytoplasm, m-RNA bindsto, ribosome, message decoded, codon, stands for specific amino acid, codon is read, amino acid is activated, By enzyme, t_ RNA, Binding site, anticodon site etc.

·        In the cut outs cell is specified as start and anticodon is marked as end to guide the students through the steps and give them idea which word to start and end the concept mapping.·        Students are distributed with an A-3 sheet and glue sticks to create a concept map, by moving the words around given to them in the envelope. The words can be linked by arrows to make connections between them.

·        Walk around while students are creating their concept maps-ask questions about why they are placing words where they do. The purpose of this exercise at this point is to find

out what they are thinking, not for them to get the right answer. So don’t prompt them with correct answers.

·        Once each group have finished, ask each group to exhibit their answers on the black board so that other groups can have a look and most importantly teachers can know how far the students have understood the concept.

·         Create your own concept map, perhaps on an overhead transparency.

·        Emphasize that there is more than one way to organize a group of related terms. Ask groups of students to compare theirs to yours and explain how theirs are different and in what ways they think they should change theirs.

·        Working in groups will enhance student discussion about the topic and this will enable them to clarify any doubts among themselves and at the same time ask the teacher when she comes around.

           Bibliography

• The University of texas arlington. (2011). Active learning for critical thinking. Retrieved from    http://activelearning.uta.edu/facstaff/formsum.htm
• Formative assessment strategies. Retrieved from www.lincoln.k12.or.us/Files/Formative%20Assessment%20Strategies.pdf

 

Misconceptions in Biology - Module 9.5

Some common misconceptions about Human Eye

• The pupil of the eye is a black spot on the surface of the eye. 
  
  
• The eye perceives upright images
•           The lens forms a picture on the retina. The brain then “looks” at this picture. (A.Hapkiewicz, 1992).

Identifying misconceptions is the first step

1. Before starting a new topic teachers must become familiar with common misconceptions that already exists in students (e.g., via websites, discussions with colleagues).
2. Ask students questions  and find that if  the answer you have  got is wrong, often in an odd or unexpected way. So, you ask a follow-up question, or you ask the student to explain the previous answer, and again if you get an odd answer or explanation, you can then know that the students have got the concept wrong or have a misconception. For example, ask students what kind of image does a eye perceives- upright images or inverted images.
3. Administer a pre-test that is specifically designed to identify misconceptions .
4. Give a partial introduction to a concept and leave it for discussions in class  and see where they take it. There will be few students who do not get involved in whole class discussions .So its a better  idea to divide the class into small groups and a leader from each group to come forward and share their views or(an Activity like Think-Pair- share.
5. Another way to identify misconception is to create an online discussion forum  about a particular topic that need to be addressed . Ask students to contribute to the forum. This will help teachers to get to know if the misconceptions exist in individual minds. For example question like - How are the things that you see through eyes is perceived by brains? From the answers students write in the forum, teachers can know if they have got the concept right in their minds.

How to break down misconceptions

Recent research on students' conceptual misunderstandings of natural phenomena indicates that new concepts cannot be learned if alternative models that explain a phenomenon already exist in the learner's mind. These beliefs can persist as lingering suspicions in a student's mind and can hinder further learning (McDermott, 1991).

Addressing Misconceptions

1. One of the strategies that can be used  is to have the students create concept maps in cooperative groups. This is to ensure that students are constructing or reconstructing a correct framework for their new knowledge. With this technique, students learn to visualize a group of concepts and their interrelationships. Boxes containing nouns (and sometimes adjectives) are connected to related terms with a series of lines; prepositions or verbs are superimposed on the connecting lines to help clarify the relationship. This is a useful link to create concept map on eye and its parts.
2. Using demonstrations in front of the whole class and lab work where students can collect and analyse the real data can help students to clarify their misconceptions and  help in understanding the concept correctly.
3. Computer is another way to help to visualise the abstract concepts .This link explains the parts of an eye  and computer animations help students to perceive the concepts in a better way .
4. Teachers should try to revisit the misconceptions as often as they can.
5. Some sought of assessment at the end of the topic help teachers understand if students have overcome the misconceptions.

Bibliography

1. Hapkiewicz, A. (1992). Finding a List of Science Misconceptions. MSTA Newsletter, 38 (Winter’92), pp. 11-14.
2. The National Acadamies press. (1997). Science teaching reconsidered. Retrieved from http://www.nap.edu/openbook.php?record_id=5287&page=30

Uses of the BOS Stage 6 Support Document for writing units of work

Stage 6 support document has been designed to assist teachers in interpreting the science stage 6 syllabus. This lays emphasis on the level of detail that have to be considered when planning and programming learning units. The main focus has been given on the syllabus outcomes addressed and development of skills in students and at the same time giving guidance in planning and tracking of skills using the skills module 8.1 and 9.1 mapping grids. The Mapping grids are used to help teachers in understanding the skill level to be attained by students for specific skills in each module.

The support document mostly site examples as to how to draw relation between column 1,2 and 3 in the syllabus by giving information on the correct interpretation of the meaning of keywords and verbs used in each column of the syllabus. The keywords draw clear links to content with Domain knowledge and understanding, PFA, skills, and integrated teaching, learning and assessment experiences. The sample unit of work illustrated in the support document identifies the basic elements that need to include by teachers and the marked annotations provide the explanations to each part it signifies. These examples help teachers by giving them the details and depth of knowledge outcome expected from students at the end of each module, when planning their teaching and learning activities.

When planning and programming learning unit, following steps must be considered:

1. Scope and sequence must be first established. This gives an overview of the placement, duration, indicative hours allocated to each module in Preliminary and HSC syllabus, outcomes targeted, assessment details and information to safety requirements.

2. Teachers then select the skills outcome to be addressed in regard to each syllabus module content. Based on teacher reflection and evaluation and evidence of student learning, the teaching program can be adjusted.

3. Evidence of student learning must be collected to keep track of their achievements.

A unit of work for Module 9.4 – The search for better health must have a contextual outline about the module, targeted outcome students must achieve at the end of the unit, sufficient information on the safe use of chemicals being used during first hand investigation and a clear link between the content, PFA, knowledge and understanding, skills and suggested teaching and learning strategies.

I found the support document very informative to unfold the difficulties that I faced when trying to interpret the syllabus. The document gives guidance and clear ideas to teachers on the learning and teaching strategies. It also provide a good depth of content knowledge and skill level that students must achieve at the end of each module. The role of  assessment tasks on teacher evaluation of students learning is also well emphasised.

                                                         

Bibliography

1. NSW Board of studies. (2007). Science stage 6 draft sample learning unit for Biology. Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/stage-6-draft-sample-unit-for-biology.pdf

2. NSW Board of studies. (2007). Science stage 6 revised support document. Retrieved from http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/science_revised_support.pdf

An Activity for Teaching Values - Module 9.3

Based on the Kohlberg’s moral development approach, students are asked to read an article on Bumpy Road for Biotech. They are given time to analyse the issues presented in the article. It raises questions such as:

1.           Is it ethical to clone animals?

2.           Effects of genetic engineering on people

3.           The good concept behind Biotechnology and some of the breakthrough effects it can bring to the society.

These questions will help students to think and develop an individual position on the topic – Is Biotechnology ethical?

The class is divided into two groups. One group stands for the topic and the other group talks against the topic. Each group member is given a chance to express their views, representing their particular group. Teacher at the end summarises various viewpoints presented by the students and ask students to make their final choice.